Children are sensitive to both social and non-social aspects of the learning environment. Among social cues, pedagogical communication has been shown to not only play a role in children's learning, but also in their own active transmission of knowledge. Vredenburgh, Kushnir and Casasola, "Developmental Science," 2015, 18, 645 showed that…

The purpose of this article is to help instructors or other types of faculty to develop their own ST activity cues by working with individual students, or with the entire class in order to increase the students' role in affecting the learning process.

Children learn words in a social environment, facilitated in part by social cues from caregivers, such as eye-gaze and gesture. A common assumption is that social cues convey either perceptual or social information, depending on the age of the child. In this review of research on word learning and social cues during early childhood, we propose…

It is critical to develop students' science communication skills as they progress through their education. One way this goal can be accomplished is by integrating Flip into educational programs. Through Flip educators create prompts that students respond to in video form, which leads to deeper discussion on various topics. This brief will share an…

Metacognition refers to a set of processes an individual uses in monitoring ongoing cognition so as to effectively control his or her own behavior. In this article, I discuss key frameworks for characterizing metacognition and describe approaches to measuring metacognition. Modern research in metacognition assumes that monitoring of cognition…

Deficits in executive functions can lead to many difficulties for students with disabilities. Research has shown a strong correlation between deficits in executive functions and deficits in academic performance and social-emotional functioning. With state testing requirements, response to intervention (RTI), and positive behavior interventions and…

In this article, Helen Wilson, Bridget Holligan, and Pam Hanley share outcomes from the "Thinking, Doing, Talking Science" (TDTS) project, which encourages children's learning and engagement with science through simple and effective activities. The article contains the following prompts used to facilitate discussion during "The…

Students who are slow to respond to traditional instruction and intervention require intensified intervention. Visual Activity Schedules (VAS) are an evidence-based type of visual support that provide sequential organization of the steps for an activity or skill. VAS can be aligned with individual student needs, including behavioral support. VAS…

Learning is often identified with the acquisition and encoding of new information. Reading a textbook, listening to a lecture, participating in a hands-on classroom activity, and studying a list of words in a laboratory experiment are all clear examples of learning events. Tests, on the other hand, are used to assess what was learned in a prior…

Mobile technologies open up new ways of fostering reflection in teacher education. With the intention of tying reflection closer to the actions in the classroom, facilitating multimedia recordings, providing prompts for reflection and fostering discussions between pre-service teachers, experienced teachers and university mentors, we developed the…

Intuitive knowing is one of the most complex and misunderstood ways of knowing. It is difficult to put into words and verbalize. Intuition is spontaneous, heart-centered, free, adventurous, imaginative, playful, nonsequential, and nonlinear. People access intuitive knowledge through dreams, symbols, artwork, dance, yoga, meditation, contemplation,…

An experienced cello soloist recorded her practice as she learned and memorized the Prelude from J.S. Bach's Suite No. 6 for solo cello and gave 10 public performances over a period of more than three years. She described the musical structure, decisions about basic technique (e.g., bowing), interpretation (e.g., dynamics), and five kinds of…

Research and education law support the use of routines-based interventions for young children with disabilities in the children's natural environments. However, systematic training and practice can provide individuals with the strategies and skills that can enhance these interventions. This article provides guidance for implementing intervention…

Individuals with anxiety disorders often do not respond to safety signals and hence continue to be afraid and anxious. Consequently, it is important to develop paradigms in animals that can directly study brain systems involved in learning about, and responding to, safety signals. We previously developed a discrimination procedure in rats of the…

In a virtual environment, blocking of spatial learning to locate an invisible target was found reciprocally between a distinctively shaped enclosure and a local landmark within its walls. The blocking effect was significantly stronger when the shape of the enclosure rather than the landmark served as the blocking cue. However, the extent to which…